Given the students’ low skills in critical thinking and self-regulated learning, and based on the definition of flipped classroom, it was thought that it could help solve the problem. To test this idea, two groups of 5th graders were selected using cluster sampling, and then randomly assigned to treatment and control groups. Both groups’ critical thinking skills and self-regulating learning were measured before and after the intervention. Data analyses revealed the significantly positive effect of the intervention.
Mohammadi A, Mortazavizaadeh S H, Movahedzaadeh B. Flipped Classroom and its Impact on Development of Critical Thinking Skills and Self-Regulated Learning among Elementary School Students. QJOE 2026; 42 (1) :233-250 URL: http://qjoe.ir/article-1-4680-en.html
